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The history of educational summer camps in American Reform Judaism
 
The history of educational summer camps in American Reform Judaism. Reform Judaism is not the only religious community in America to make the summer camp experience a vital part of a faith community's effort to impart its values and beliefs to its adolescents, but perhaps no group relied more on summer camp as an adjunct to home and community for this purpose. Summer camp became an important part of Reform group identity, a bulwark against the attraction of assimilation into the greater society and mere nominal Judaism.
 
These essays, which commemorate the fiftieth anniversary of the founding of the first Reform Jewish educational camp in the United States (Olin-Sang-Ruby Union Institute [OSRUI], in Oconomowoc, Wisconsin) cover a wide range of topics related to both the Reform Judaism movement and the development of the Reform Jewish camping system in the United States. Donald M. Splansky’s chapter on “Prayer at Reform Jewish Camps” documents changes in prayer services that took place both at OSRUI and in the Reform movement in general; Michael Zeldin’s “Making the Magic in Reform Jewish Summer Camps” describes the educational philosophies employed at many camps and analyzes their effectiveness; and Jonathan D. Sarna’s “The Crucial Decade in Jewish

Most writing about Jewish education has been preoccupied with two questions: What ought to be taught? And what is the best way to teach it? Ari Y Kelman upends these conventional approaches by asking a different question: How do people learn to engage in Jewish life? This book, by centering learning, provides an innovative way of approaching the questions that are central to Jewish education specifically and to religious education more generally.

At the heart of Jewish Education is an innovative alphabetical primer of Jewish educational values, qualities, frameworks, catalysts, and technologies which explore the historical ways in which Jewish communities have produced and transmitted knowledge. The book examines the tension between Jewish education and Jewish Studies to argue that shifting the locus of inquiry from “what people ought to know” to “how do people learn” can provide an understanding of Jewish education that both draws on historical precedent and points to the future of Jewish knowledge.

An accessible and engaging treatment of the experience of Jewish summer camps.
 
This book tells the story of how Jewish camps have emerged as creators of positive spiritual experiences for Jewish youth in North America. When Jewish camps began at the dawn of the twentieth century, their leaders had little interest in creating Jewish spiritual experiences for their campers. Yet over the course of the past century, Jewish camps have gradually moved into providing primal Jewish experiences that diverse campers can enjoy, parents appreciate, and alumni fondly recall. Making Shabbat Real explores how Shabbat at camp became the focal point for these primal Jewish experiences, providing an interesting perspective on changing approaches to Jewish education and identity in North America.
 

An edited volume that grapples with the complex issues and conflicts that face instructors developing curricula about Israel.
 
Jewish Americans are divided in their views on Israel. While scholars have outlined philosophical principles to guide educators who teach about Israel, there has been less scholarship focused on the pedagogy surrounding the country. This book resituates teaching—the questions, dilemmas, and decision-making that teachers face—as central to both Israel studies and Israel education. Contributors illuminate how educators from differing pedagogical orientations, who teach in a range of educational settings learn, understand, undertake, and ultimately improve the work of teaching Israel. The volume also looks at the professional support and learning opportunities teachers may need to engage with these pedagogical questions.

Examines how day schools are educating diverse Jewish youth in a variety of content areas.
 
Teaching and Learning in Jewish Day Schools offers an important analysis of Jewish day school classrooms today. In light of difficulties initiating, evaluating, and sustaining educational innovation, this volume takes stock of what is happening among students and teachers in contemporary Jewish day school classrooms. The authors of this volume confront and question several bedrock principles of Jewish education to address how day schools intersect with broader societal issues including race and gender. They point to themes and topics that scholars and practitioners are grappling with to explore new potential pathways to evaluating student learning and learning outcomes: assessing core subject areas; understanding the ways social and environmental factors contribute to learning; and studying how race, ethnicity, class, and gender shape student learning and school culture. The chapters address topics relevant to educators working in contemporary Jewish day schools including Zionism, the outcomes of Israel education, Jewish engagement, the experience of Latinx students, community building, and more.